The Development of an Instructional Model Based on Design Thinking to Enhance The Innovative Abilities of Undergraduate Students Majoring In Special Education

Abstract

Background and Aims: The development of an instructional model based on design thinking focused on learning through design and problem-solving process. The outstanding features of this model were that the students could learn by doing and use their creativity for innovative development. The objectives of this study were: 1. to study the problems and needs for the instructional model to enhance the innovative abilities of undergraduate students majoring in special education, and 2. to develop the instructional model based on design thinking to enhance the innovative abilities of undergraduate students majoring in special education.

Methodology: The research methodology was divided into 2 steps. The first step was to study the problems and needs for the instructional model to enhance the innovative abilities of undergraduate students majoring in special education. The target groups were 30 undergraduate students, 5 teachers, 5 teachers and specialists in the field of students with special needs. The second step was to develop the instructional model based on design thinking to enhance the innovative abilities of undergraduate students majoring in special education. The target groups were 5 experts and 20 undergraduate students majoring in special education. The data was analyzed using the mean (M), the standard deviation (SD), and the content analysis.

Results: According to the study of the problems and needs for the instructional model to enhance the innovative abilities of undergraduate students majoring in special education by 30 students, it was found that the expected value was higher than the real value. Moreover, the average mean score was 4.64/4.21 and the standard deviation score was 0.61/1.04. Furthermore, from 5 experts’ assessments of the appropriation of the instructional model based on design thinking to enhance the innovative abilities of undergraduate students majoring in special education, the average mean score was 4.85 and the standard deviation score was 0.36. The level of appropriation was at the highest level. Additionally, 5 experts evaluated the appropriateness of the handout for the instructional model based on design thinking to enhance the innovative abilities of undergraduate students majoring in special education. The average mean score was 4.91 and the standard deviation score was 0.29. The level of appropriation was at the highest level.

Conclusion: The elements of the instructional model based on design thinking to enhance the innovative abilities of undergraduate students majoring in special education consisted of 1) the principles; 2) the objectives; 3) the instructional procedures based on design thinking, which contained 3.1 Consider, 3.2 Idea, 3.3 Prototype, and 3.4 Trial; 4) the support for the media and learning resources; 5) the evaluation and revision; and 6) the role leading to innovative development.